Degrees and Certifications:

Amanda Thomas, M.S., CCC-SLP

Welcome to the 2014-2015 school year! After four years in Baltimore, Maryland by way of Philadelphia, I am brand new to New Jersey. I received my B.A. from Temple University and my M.S. from Loyola University Maryland and am in my third year of practicing speech pathology. Having previously worked in Baltimore City Public Schools with students age three through middle school, I made the move to Hunterdon County this summer after getting married. Although a little sad to have left Charm City and my O's, I look forward to making my new home at Clinton Public! 
The Speech-Language room is located in Room #15 (across from the nurse's office).  This room is shared by the two CPS Speech-Language Specialists (Mrs. Vazquez and Ms. Thomas) 
Email is the easiest way to contact me:
General Speech Therapy Classroom Information:

 In accordance with N.J.A.C.6A:14, students are initially evaluated by a New Jersey state certified Speech-Language Specialist on an individual basis. The results of the speech-language evaluation (formal and/or functional) along with other relevant assessments are used to determine if the child meets the law’s eligibility criteria. If eligibility criteria is met, the student may receive Speech-Language services under one of two classifications:

 1. Eligible for Special Education with Speech as a Related Service (as part of a Child Study Team classification) 


 2. Eligible for Speech-Language Services (ESLS) (classification made only by the speech-language specialist)

As part of the speech-language evaluation the student’s strengths and weaknesses are assessed. An Individual Education Plan (IEP) is developed for each classified student. The Speech-Language Specialist (SLS) develops the speech and/or language goals based on the student’s areas of weakness and the impact on his/her educational performance.
Once a student has been determined eligible for speech-language services, as part of the IEP process, the service delivery model or models must be identified. The following are the most commonly used models:

 · Traditional “pull-out” model

· In-class services

· Integrated therapy – use of classroom curriculum and materials during sessions.
Group size, frequency and duration of services are determine by the IEP team dependent on the speech-language needs of the individual student.
Each year an annual review is held with, but not limited to, the student’s parent(s), guardian(s) and teacher(s) to discuss individual student progress and make appropriate changes to the IEP. A triennial review is conducted to reassess eligibility for speech-language services. If the student no longer meets eligibility requirements, he/she is formally declassified and services are terminated. If the student remains eligible for S/L Services, classification is maintained and a new IEP is developed.
Homework Procedures:

Home practice is sometimes recommended. At those times, speech worksheets are sent home with specific instructions for the parents. It is always beneficial to review with your child all the worksheets that are sent home with your child.
Last Modified on October 3, 2014